Assumption
That teachers are able to create or change assessments. We are stuck with standardized tests.
These new technologies will not make less work for teachers, but will transform the work.
Agree
Goal shouldn't be mastery of content, but mastery of learning
For students with disabilities, technology tools can make a dramatic difference
Current assessments measure what students memorize
Education technology in classrooms are in the early stages of adoption Argue
Most students are often unengaged and bored in school.
Unrealistic to assume that textbooks will be fully replaced with technology.
How the new designs will help to understand learning better.
A lot of concept but not a lot of how. Aspire
To create "expert learners" that know their strengths and weaknesses and how to overcome their weaknesses
Using technology to measure process of learning
Changing "mastery of content" to "mastery of learning"
Instructional designers would decrease their insistence on a single mode of communication from the student as the basis for expression or evaluation; multiple means of expression
That teachers are able to create or change assessments. We are stuck with standardized tests.
These new technologies will not make less work for teachers, but will transform the work.
Agree
Goal shouldn't be mastery of content, but mastery of learning
For students with disabilities, technology tools can make a dramatic difference
Current assessments measure what students memorize
Education technology in classrooms are in the early stages of adoption
Argue
Most students are often unengaged and bored in school.
Unrealistic to assume that textbooks will be fully replaced with technology.
How the new designs will help to understand learning better.
A lot of concept but not a lot of how.
Aspire
To create "expert learners" that know their strengths and weaknesses and how to overcome their weaknesses
Using technology to measure process of learning
Changing "mastery of content" to "mastery of learning"
Instructional designers would decrease their insistence on a single mode of communication from the student as the basis for expression or evaluation; multiple means of expression